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Underserved youth (e.g., from families facing inadequate housing, food insecurity, financial instability) are disproportionately exposed to traumatic experiences (e.g., family discord or violence, neglect, poverty, racism), which can lead to several negative life-long consequences (e.g., affective and somatic disturbances, anxiety, depression, suicidal ideation). Community organizations that target underserved youth may be ideally situated to offset the negative consequences of trauma through leveraging a trauma-sensitive sport model for youth programming. A trauma-sensitive sport model involves a blend of positive youth development approaches (i.e., creating safe environments for youth to experience positive relationships, autonomy, and opportunities to build skills), trauma-sensitive approaches (e.g., considering the potential effects of trauma on youth’s participation and development, and prioritising their needs for safety, voice, empowerment, choice, and collaboration), and program designs that leverage and re-design sporting activities to help youth navigate trauma symptoms, build a social support system, and develop various resilience-related skills (e.g., emotional regulation, decision-making). Little research has examined the implementation and effectiveness of a trauma-sensitive sport model for youth programming in a community setting. Use of this model can contribute to greater capacities of youth sport leaders to promote underserved youth’s healthy participation and development. This dissertation was conducted in partnership with BGC Canada, a national non-profit community organization that serves disadvantaged communities. From 2016-2021, a trauma-sensitive sport model for youth programming was implemented in this organization through the Bounce Back League (BBL) initiative. The purpose of this dissertation was to explore the knowledge-to-action processes involved in translating this model in a community program setting. The knowledge-to-action cycle (KTAC; Graham et al., 2006) was used to conceptually guide the studies carried out in this dissertation, in outlining key phases for consideration in translating a trauma-sensitive sport model. While most of these phases are described in this dissertation, the empirical articles focused on assessing four phases of this cycle, which included: (a) assess barriers and facilitators to knowledge use, (b) select, tailor, and implement interventions, (c) monitor knowledge use, and (d) evaluate outcomes. Intrinsic case study methodologies were used to understand community-based knowledge translation processes and outcomes within the case of the BBL initiative. A community-based participatory research approach was used to engage in equitable collaboration between researchers and community members for the development of this initiative. Utilisation-focused evaluation principles were used to work with community members to determine what to evaluate, how to evaluate, and how results would be used. Grounded in a pragmatic paradigm, a mixed methods research design was used to collect data through the initiative, which included individual and group interviews with leaders, leader-reported logbooks, leaders self-reported questionnaires, leaders' assessments of youth's participation, communications on an online messaging platform (Slack), and researchers' observations of training opportunities and leaders' practices. The purpose of Article 1 was to outline the overarching process of integrating a trauma-sensitive sport model within the BBL program, from 2016-2021. Several stages of program development were described, including: (a) collaboratively planning the program; (b) piloting the program to three clubs; (c) adapting the program using pilot insights; (d) expanding the adapted program to ten clubs; and (e) creating opportunities to maintain, sustain, and scale-out practices throughout grant duration and beyond. Lessons learned regarding the leadership team’s experiences in terms of developing, adapting, and integrating a trauma-sensitive sport model for youth programming in this community context were shared. The purpose of Article 2 was to explore factors involved in the implementation of a trauma-sensitive sport model for youth programming in BBL. This article paralleled the KTAC phase of assess barriers and facilitators to knowledge use. A mixed-methods evaluation of the pilot phase of BBL was conducted. Three clubs participated in training, implementation, and evaluation of BBL. The data were collected through interviews, logbooks, and assessments. The quantitative data were interpreted using descriptive statistics and comparative t-tests; the qualitative data were interpreted using thematic and content analyses. The RE-AIM framework was used to categorise the various processes and outcomes involved in program implementation. The results showed that programs reached a large number of youth but struggled to retain youth from season to season. The leaders perceived that the intentional structure of the program, opportunities to practice self-regulation, relationship focus, and life skill focus, were all linked to positive participation in youth members. Components of leaders' training and program delivery were noted as successful, but the sustained benefits of these successes were challenged by leader turnover and funding limitations. In line with the KTAC phases, insights were generated on what works and what does not in facilitating this type of programming in a community setting for underserved youth and helped inform future adaptations to the program as it was rolled out (discussed in Article 1). The purpose of Article 3 was to explore leaders' learning experiences from participating in an initial training workshop and prior to their implementation of programming. This article paralleled the select, tailor, and implement interventions phase and the evaluate outcomes phase of the KTAC model. The value-creation framework was used to explore learning experiences based on the interactions and values that leaders discussed. Participants were leaders who attended initial training workshops. A mixed-methods approach was used to collect data through observations, interviews, and self-reported questionnaires. The quantitative data were interpreted using descriptive statistics and Wilcoxon Signed-Ranks Tests; the qualitative data were interpreted using thematic analysis. The results showed that the leaders: (a) valued having a variety of learning opportunities that were relevant to their roles and contexts, (b) appreciated the diverse focus on foundational and practical content, and (c) shared an interest to learn how to support trauma-exposed youth and facilitate better programming. Implications were discussed for the improvement of training opportunities to better meet leaders' needs within a community organization and support leaders' intentions to apply knowledge into action. Article 4 builds on the previous study, where the purpose was to explore leaders' learning experiences as they implemented programming and while they participated in continuing training and development activities. This article also paralleled the select, tailor, and implement interventions phase and the evaluate outcomes phase of the KTAC model. The participants were leaders who were involved in implementing BBL at their clubs. A mixed-methods approach was used to collect data through interviews, observations, surveys, and communications on an online messaging platform (Slack). The quantitative data were analysed using descriptive statistics, data charting, and non-parametric analyses; the qualitative data were interpreted using thematic analysis. The results indicated that the leaders learned through various interactions throughout their practice (e.g., implementing programs at their homes sites, receiving mentoring, conversations with peers), and discussed gains in applied value (e.g., program facilitation strategies, youth-support skills), realised value (e.g., youth's receptivity and behaviour change), and transformative value (e.g., transfer of leaders' skills, influence on club culture). Implications were discussed for the improvement of training opportunities to promote ongoing social learning and maintenance of program practices. The purpose of Article 5 was to explore the fidelity and quality of leaders' application of a trauma-sensitive sport model to programming. This article paralleled the monitor knowledge use phase of the KTAC model. The promising practices criteria were used as an evaluation framework to categorise dimensions of quality relevant to program effectiveness. Leaders from 11 BBL programs participated. A mixed-methods approach was used to collect data through observations, interviews, and logbooks. The quantitative data were interpreted using descriptive statistics; the qualitative data were interpreted using thematic analysis. The results showed that: (a) all programs showed evidence of supportive adult and youth relationships, (b) programs led by trained leaders maintained program fidelity and implemented more features to a stronger extent than untrained leaders, (c) trained leaders may have compromised mastery orientation opportunities in favour of other program components. Implications were discussed related to what may facilitate or constrain program fidelity and quality in this setting, and how training and development opportunities can mitigate challenges in leaders' capacities. This dissertation offered an evaluation of the knowledge-to-action processes involved in integrating a trauma-sensitive sport model into BGC Canada. The results of this dissertation provided insights of how BGC Canada leaders learned and facilitated a trauma-sensitive sport model for youth programming, the differences training and development may contribute to the quality of their program practices, and how involvement in this initiative resulted in changes in leaders' behaviours, skills, and identities, as well as positive youth developmental outcomes. Practical implications were shared on how BGC Canada and similar community organizations can enhance their partnership and facilitate these interventions. As well, the value of taking a systems-based approach to planning future interventions with a trauma-sensitive sport model was also discussed to maximise multi-level impacts. Academic implications were shared on how future research can also take a systems-based approach to evaluating knowledge translation processes in youth sport interventions.

A sermon after a crisis or traumatic event requires great pastoral care. How do we put what happened into words? When things are so devastating that words are not enough? How do we speak about hope and despair in the midst of a crisis? This thesis aims to analyze sermons in the Church of Sweden after the attack on Drottninggatan, Stockholm, Sweden in 2017. Nine sermons held in the weeks following the attack have been analyzed. The theoretical background and theme of the analysis has been psychotraumatology and trauma-informed theology. The thesis’ process has been an inductive approach, as it begins in the material and then compares these against the selected aspects. The questions asked in the thesis are: “What qualities can be found in these sermons after the terrorist attack at Drottninggatan?“ As well as two sub-questions about the respective perspectives: “Which psychotraumatological perspectives were found in the sermons?” and “What perspectives of trauma-informed theology were found in the sermons?” The analysis of sermons and the answer to the first question resulted in five common themes: Responsibility and humanity, The terrorist attack and evil, The Bible and God, Despair and Hope. Based on this, both theoretical aspects have been used to analyze the results.

<p dir="ltr">For many, spiritual beliefs and religious affiliation exist as a protective factor, providing significant emotional, psychological, and social support (Ibrahim & Dykeman, 2011). However, for others, abuse within the power structures of religion can also inflict great harm—particularly within marginalized communities—resulting in religious trauma. The LGBTQIA+ community has historically experienced marginalization and discrimination within various religious contexts and doctrines, becoming a group particularly vulnerable to religious trauma (Simmons et al., 2017; Swindle, 2017). This type of trauma has often been overlooked in the therapy room and within the broader Marriage and Family Therapy field. This thesis addresses this gap through the creation of an introductory training for therapists on religious trauma that many in LGBTQIA+ community experience. Grounded in religious trauma research and trauma-informed client care, the training seeks to enhance therapists' capacity to navigate these complex terrains with empathetic and informed care (Ellis et al., 2022). The aim is to create a therapeutic landscape where healing and self-compassion become more accessible to LGBTQIA+ individuals impacted by religious trauma.</p>

Enjeu de santé publique, la violence conjugale occasionne diverses conséquences chez les nombreuses femmes qui la subissent. En quittant leur partenaire violent, la majorité des survivantes se retrouvent sans logement et se heurtent à des risques liés à leur habitation (p. ex. itinérance, précarité financière, retraumatisation, insécurité, instabilité, discrimination, etc.). Laissées à elles-mêmes, peu de femmes obtiennent du soutien professionnel et une place en maison d’hébergement. L’environnement bâti où elles habitent peut autant favoriser leur guérison que menacer d’y nuire. Ainsi, un aménagement adapté peut impacter positivement leur expérience post-traumatique. Récemment, les spécialistes du design souhaitent ajuster leur pratique aux besoins spatiaux résultant de la violence conjugale par une approche centrée sur les traumatismes. Cependant, il manque de connaissances sur le contexte du domicile privé, puisque les études se concentrent davantage sur l’hébergement collectif d’urgence. Cette recherche questionne comment le design tenant compte des traumatismes (TID) peut intervenir dans le domicile privé des survivantes afin de faciliter leur processus de guérison. Ce mémoire vise à vérifier s’il est nécessaire de développer une offre en TID et à évaluer les besoins des femmes dans leur chez-soi. Par la théorisation enracinée, la méthodologie mixte se déroule en trois phases pour pallier le vide théorique. Tout d’abord, un cadre conceptuel sur le TID détermine les thèmes à aborder avec les informatrices. Ensuite, une enquête par questionnaire en ligne explore la perception des prestataires de services québécois. Enfin, une étude de cas comparative se concentre sur deux femmes par des entrevues semi-dirigées, une documentation photographique et une analyse des conditions environnementales. Les résultats révèlent que le domicile privé doit s’adapter au parcours de vie de chaque survivante et au contexte de sa séparation pour tendre vers la stabilité résidentielle et la projection vers un avenir émancipant. Il importe de comprendre les besoins et défis spécifiques à l’environnement bâti pour supporter une guérison holistique par le chez-soi. De la sorte, cet espace doit valoriser une perception positive et sécuritaire, une personnalisation des lieux, une utilisation libre de l’intimité et un rapport sain avec l’extérieur. À ce jour, le continuum de services existants offre un début d’assistance en habitation et gagnerait à se compléter par une spécialisation en TID. En conclusion, des réflexions émergent sur la reconnaissance légale de l’adaptation du domicile des survivantes ainsi que sur la conscientisation aux multiples visages et expériences de vie intersectionnelles. En alliant l’aménagement à l’intervention sociale, la participation active des femmes au processus de conception encourage leur autodétermination. Il est aussi question de suggérer des pistes de services qui peuvent s’offrir aux femmes survivantes et aux professionnel.les travaillant auprès d’elles. Néanmoins, cette exploration théorique ne propose pas de stratégies applicables directement par une pratique en design d’intérieur. Il reste nécessaire de poursuivre ce premier effort pour traduire les résultats de recherche en des moyens concrets de les opérationnaliser dans une démarche de conception. / A public health issue, domestic violence has various consequences for the many women who experience it. By leaving their violent partner, the majority of survivors find themselves without a home and face risks related to their housing (eg homelessness, financial precariousness, re-traumatization, insecurity, instability, discrimination, etc.). Left to themselves, few women obtain professional support and a place in a shelter. The built environment where they live can promote their healing as well as threaten to hinder it. Thus, a custom-designed layout can positively impact their post-traumatic experience. Recently, design specialists wish to adjust their practice to the spatial needs resulting from domestic violence through a trauma-centered approach. However, there is a lack of knowledge about the context of the private home, since studies focused more on collective emergency accommodation. This research questions how trauma-informed design (TID) can intervene in the private home of survivors in order to facilitate their healing process. This master aims to verify whether it is necessary to develop an offer in TID and to assess the needs of women in their homes. Through grounded theory, mixed methodology takes place in three phases to fill the theoretical gap. First, a conceptual framework on TID determines the themes to be discussed with the informants. Next, an online survey explores the perception of Quebec service providers. Finally, a comparative case study focuses on two women through semi-structured interviews, photographic documentation and analysis of environmental conditions. The results reveal that the private home must adapt to the life course of each survivor and to the context of her separation to tend towards residential stability and the projection in an emancipating future. It is important to understand the specific needs and challenges around the built environment to support holistic healing through home. In this way, this space must promote a positive and safe perception, a personalization of the premises, a free use of privacy and a healthy relationship with the outside. To date, the existing continuum of services offers a start in housing assistance and would benefit from being supplemented by a specialization in TID. In conclusion, reflections emerge on the legal recognition of the adaptation of survivors’ home as well as on the awareness of the many faces and intersectional life experiences. By combining design with social intervention, the active participation of women in the design process encourages their empowerment. It is also suggested avenues of services that can be offered to women survivors and professionals working with them. Nevertheless, this theoretical exploration does not offer strategies that can be applied directly to an interior design practice. It is still necessary to continue this initial effort to translate the research results into concrete means of operationalizing them in a design process.

As of 2018, approximately 442,995 children are in the foster care system in the United States according to the federal statistics from the Children’s Bureau. Entry into the foster system involves the removal of children from their home, making it a traumatic experience. The purpose of this study was to examine social workers’ perceptions of what trauma informed practice means and what it looks like in child welfare removals. The study also clarifies what trauma informed practice (TIP) is and how it can be applied in child welfare’s organizational structure. This was a qualitative study in which child welfare social workers from southern California agencies were interviewed. Interviews with experienced child welfare workers revealed many themes including the complexities of workers’ experiences during removals, the impact of removals on workers, social workers’ perceptions on TIP and suggestions on how to make removals more trauma informed for children. The findings from this project identified ways trauma may be minimized during detainment procedures in child welfare. All participants voiced that they felt the trauma informed removal (TIR) PowerPoint guide was beneficial to their learning and practice and that a training with this guide would be ideal for their agencies. Additionally, the findings shed light on the need for future research on creating a more trauma informed child welfare system and the need for policy implementation and or change.

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<p dir="ltr">At present, formal and non-formal agricultural spaces, including agricultural education, do not provide opportunities for individuals from historically and contemporarily marginalized communities to develop a strong sense of belonging. An increase in sense of belonging may increase retention for all individuals interacting with agricultural programs and more effectively disseminate tools and resources to a wider audience, which can help solve agricultural issues such as the hunger crisis. The Garden Sun Institute (GSI) is a non-formal agricultural education program that is changing this narrative, with many staff and students of marginalized populations expressing a deep sense of belonging not only with others at GSI but also feeling a sense of belonging in the field of agriculture. The purpose of this case study was to explore whether there is a sense of belonging at this location and to determine what factors may contribute to it. The questions guiding this study are: 1) How do youth describe a sense of belonging at GSI? 2) How does GSI engage with youth, family, and staff? and 3) How do those engaging with GSI describe a sense of belonging within agriculture broadly? Results from this study showed that utilizing elements of the Critical Pedagogy of Agriculture along with practices such as trauma-informed pedagogy, student-led and student-centered learning, and gentle parenting have led to this program developing a culture of belonging. Future research recommendations include determining accountability strategies and investigating the impacts of the incorporation of strategies into formal education programs.</p>